1/12 Dan: NGSS and Modeling Practices

Summaries:

The Schwartz et al article discusses scientific modeling, specifically practices that are meaningful and productive for science education and the pros and cons of using modeling practices in the classroom.  The researches address the learning progression on two fronts - the creation of models as tools to explain and predict scientific phenomena and the understanding that models are tools that can be changed and developed as knowledge advances.

The NGSS Framework article discusses the differences between science and engineering, and the importance of teaching both practices in schools.  Specifically, the authors outline 8 practices for K-12 science classrooms for both science and engineering.  The article emphasizes the importance of teaching students to think critically and scientifically about questions and problems in the world.

Relevant Themes:

Science is a dynamic process that is constantly being evaluated and re-evaluated, especially in the presence of new information and knowledge.  It is important that students understand the creating models is a process that is never complete.

The scientific process, specifically creating models, is a critical component of solving real world problems and answering questions and one that is not well-emphasized in typical K-12 science classrooms.

Science and engineering, while often considered to be one in the same, use similar processes to address very different goals.

Relationships:

I appreciated both articles emphasis on the scientific process, specifically modeling, as a continual process.  I know from my own science education, even in high school and college, students were trained to accept information from teachers and textbooks as indisputable.  It creates an inability to reconcile new information that may not completely fit within an existing model.  I also enjoyed the comparing and contrasting of science and engineering.  Too often science classes are taught in the abstract, or “in a vacuum”, and fail to teach students how to solve real world problems.  Teaching skills and practices specific to engineering, especially using modeling would help students, would help students learn to seek out new information and ideas to solve problems and receive feedback and critique as a part of the process.  The Schwarz article left me wondering if it is reasonable to expect the average student  to progress to “Level 4”, where they would “construct models spontaneously” and seek changes to their models to enhance their explanations. The NGSS Framework article did not address any specific challenges or obstacles in implementing this type of framework, so I would be curious to explore the practical restrictions.